“Ñeros and Navegaos”: Environmental Education Linking Cultural Identity and Biodiversity Learning in a Caribbean Island

Environmental education is increasingly recognised as an essential strategy for promoting biodiversity awareness and pro-environmental behaviour among children, particularly in vulnerable island systems. This study evaluates the effectiveness of the culturally contextualised programme “Ñeros and Navegaos,” implemented in primary schools on Margarita Island, Venezuela. The intervention combined place-based biodiversity content with locally meaningful cultural categories to enhance students’ engagement. Using a pre- and post-intervention design, we assessed changes in students’ knowledge and attitudes towards six native and migratory species and wildlife conservation. Results showed significant improvements in species recognition, understanding of conservation concepts and reduced acceptance of practices linked to wildlife exploitation. Learning gains were strongest for endemic species, highlighting the value of locally grounded approaches. However, students’ conceptual understanding of biodiversity remained limited, indicating the need for longer-term educational reinforcement. Teacher workshops revealed strong demand for accessible, locally relevant teaching materials, underscoring the importance of educator capacity in programme success. Overall, findings suggest that culturally framed, school-based interventions can produce meaningful cognitive and attitudinal shifts in island contexts and represent a promising yet underutilised tool for conservation education.